Megumi Hoshi May 2013 Phase 2 Instructional Program Reflection Data (See Attached) Results After completing my 16-week

instructional program throughout this semester at Central High School, although the program objective was achieved, it was done in a differentiated way. When I first implemented the program, my goal was to assess student B using an article from the Internet so that she will be able identify the skills she learned throughout each week. The six skills taught were from the Gretchen Courtney Comprehension skill set which has been implemented in instruction daily, with constant repetition and multiple means of expression. Assessments were also conducted in different ways, using short stories or novels that we have read in the semester to test the knowledge of the skill being mastered. (Attached are some examples of forms of assessment) In addition to the change in assessment, I had a very difficult time obtaining student Bs assessment data since she was often times very inconsistent with attendance since she sometimes will be gone for weeks at a time. In addition, it was also difficult to keep data for her at the end of the semester since she has not been in school for the past two weeks. This has been difficult when collecting data. However, since my program was fit for all students, I started to collect data on student D which has been shown in the graph above. Since data trends during baseline were not collected for D, it is hard to discuss the trends. However, from my personal observations and notes, D has had tremendous growth in understanding the concepts of each skill set from the G&C. D was unable to independently do this on his own in the book Monster. However, after reading short stories, graphic novels, and wordless picture books, and targeting lessons based on the students needs, it was clear that he was able to master some of the skills taught. Data was collected every five days based off of the work he has completed. The standards based grading scale was used for assessment to show the skills being assessed. Within the 16 weeks, we have taught each skill for roughly 2-3 weeks depending on the students progression of mastery. We taught these skills while reading the book, Monster, Yummy, short stories, The Arrival, creating a video for an author, talking about short stories and creating them, and using prezi and you tube videos to engage in skill mastery. As you can see, D did a great job of mastering the skills questioning, connecting, inferencing, and predicting. He still needs some assistance with summarizing and imaging.

Discussion Overall, this program was a success. This semester has definitely been a learning experience and by having my cooperating teacher, Chanita Jones-Howard, I can truly say that I have learned to be more reflective in my teaching and to view the world of teaching in a different way. She gave me the opportunity to take over fully to implement my instructional program: so the students will be able to master the reading skills in G&C. In my instructional program objective, I discussed how I would assess the students using an article to show their mastery on the skill being assessed. However, I decided from my practice that assessing students with an article was not the way to do it. This was the case since the students I had shut down often when they see an article with a worksheet in front of them. Therefore, when assessing the students, I decided to use other strategies so that they will still be assessed in the mastery of the skills being taught, but in a different way. For example, to show generalization across all skills, their final project is to create a story to tell to other students that is meaningful to not only them but to others. When assessing imaging, questioning, and predicting (during Monster) students were required to draw their favorite scene from the book as well as create questions from the text read. When assessing summary, we would have whole class discussions about the particular book we read, and the students will verbally summarize the stories we have read throughout the semester. When assessing inferencing, students read the book The Arrival, which is a wordless picture book. They were required to discuss and talk about each picture they saw to create a story that the author was trying to infer. In addition, connecting was assessed throughout the semester from the readings. So, although the assessments conducted were not normal ways, students were constantly being assessed daily. As a teacher, I kept in mind what students needed more supports in certain skills so that I was able to differentiate instruction in meaningful ways. It was difficult to implement a program where a student I targeted missed class often. However, I have learned to always keep an open mind and to do the best I can with the students I have daily. Factors such as missing school or skipping class is something I cannot control, but what I can control is what goes on in the classroom. D has progressed tremendously after completing all of the lessons for each skill set in G&C. It was visible at the very end when he was completing his final project that he understood the components to a story. He also independently uses these skills in G&C without prompting which has been something that has been very rewarding to see as a teacher. In the future, I would like to prepare a instructional program that is engaging and fun for the student, especially during assessments. When the student is not having fun or is not engaged in the assessment or lesson, they will not be able to perform to their fullest potential. Therefore, as a special education teacher, it is crucial to differentiate and to look at the individual students needs so that the data collected can be the most reliable.